One System, Many Learners: How Sensory Wayfinding Supports Autism, Visual Impairment, Intellectual Disabilities, and Sensory Processing Differences
In SEN schools, learner needs vary widely. Some students require help managing sensory overload, others struggle with spatial orientation, and many rely heavily on adults to navigate the school day.
At Orchard Hill College & Academy Trust, these needs are multiplied across multiple sites and student profiles — including learners with:
Autism spectrum disorder (ASD)
Sensory Processing Disorder (SPD)
Developmental and intellectual disabilities
Visual impairments
Mobility and proprioceptive challenges
Yet despite these differences, the occupational therapists there told us one thing that all these learners shared:
Transitions were hard and the environment wasn’t doing enough to support them.
That’s what led to the introduction of Sensei’s sensory wayfinding system, which is now installed across two Orchard Hill College sites.
What the team learned was powerful:
One well-designed sensory system can meet many different learner needs because it communicates through the senses, not just through visuals or language.
How Sensory Wayfinding Supports Different Learners?
Below is a breakdown of how the panels helped each learner group at Orchard Hill College, based on direct feedback from their therapists and staff.
1.For Autistic Learners: Predictability Reduces Anxiety
Autistic learners often struggle with:
Sudden sensory changes
Uncertain transitions
Navigating unfamiliar corridors
Interpreting busy or visually cluttered spaces
The tactile system provides:
Predictable, consistent cues between rooms
Structured sensory input to help regulate
Calm, intentional textures that reduce overwhelm
A clear, repetitive pattern that lowers cognitive load
Outcome: Calmer transitions, fewer spikes in anxiety, and improved readiness when arriving at the next space.
2.For Learners With Sensory Processing Disorder (SPD): Regulation Through Touch
SPD learners can be either:
Sensory-seeking → craving input
Sensory-avoidant → overwhelmed by stimuli
The panels helped both groups:
Sensory-seeking learners
Gain controlled tactile input
Explore textures safely
Stay focused during transitions
Sensory-avoidant learners
Use gentle, predictable textures
Avoid unexpected sensory overload
Move through corridors with more confidence
Outcome: More stable emotional states and smoother daily routines.
3.For Learners With Intellectual or Developmental Disabilities: Clear, Simple Navigation
These learners benefit from:
Concrete cues
Repetition
Clear environmental structure
The panels provide:
Simple, easy-to-understand tactile markers
A universal navigation language they can learn through repetition
Reduced reliance on verbal instruction
Outcome: Greater independence, fewer misunderstandings, and safer movement.
4.For Visually Impaired Learners: A Tactile Map They Can Follow
Traditional school signage often fails visually impaired learners.
The panels offer:
Raised tactile patterns for orientation
Direction cues felt by hand or cane
High-contrast colours to aid low-vision students
A reliable “map” they can follow
Outcome: Students navigate confidently without needing constant guidance.
Why One System Works for All
Because it’s built on touch, the most universal sense.
Touch:
Bypasses literacy barriers
Works regardless of cognitive profile
Is predictable, soothing, and direct
Reduces ambiguity in complex environments
Unlike arrows or written signs, tactile design can be understood intuitively by almost anyone — which is why it worked so effectively at Orchard Hill College
The Bigger Picture
When schools design for the senses, they don’t just improve movement.
They improve:
emotional wellbeing
independence
learning readiness
staff capacity
overall safety and regulation
And they do it in a way that supports all learners, not just one group.
👉 Want to see how this could look in your school?
Learn how sensory wayfinding can be adapted to your learners’ needs and your building layout.
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